Studies on the Development of Basic Vocational Ability Work Samples and Integration of the Assessment Results in Curriculum Design and Instruction for Students with Intellectual Disabilities

• Main Authors: Pei-Ju Lin, 林珮如
• Other Authors: Hsin-Tai Lin
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/07095840932247784579

博士 === 國立臺灣師範大學 === 特殊教育學系 === 102 === There were two parts of this study. In Study 1, a set of work samples was developed for students with intellectual disabilities. The instrument was used in Study 2 to verify its effectiveness in incorporating assessment results in teaching. In study 1, Modified School Basic Vocational Ability Work Samples, based on Dimensions and Items of Vocational Evaluations for Students with Intellectual Disabilities in Vocational High School (Lin et al., 2012), a practical, low-cost, easily accessible and executable tool was gradually developed. There were totally 11 work samples, which in each had 3 to 4 sub-tests based on employment ability, learning, training, and suitable for students with intellectual disability. This set of work samples had been verified for its validity and reliability based on a sample of 72 students with intellectual disabilities in vocational high schools in Taipei City and New Taipei City. Study 2 was based on the approach of action research methodology to incorporate assessment results into curriculum design and instruction for four Grade 10 students in a special school in Taipei. Through the dynamic process of curriculum-based vocational assessment and teaching, the teachers-therapist team designed vocational instruction courses on basic vocational ability, baking, and homework in the three phase of action research process. According to the results of evaluation, the curriculums and teaching strategies could be designed, meshing evaluation and teaching closely. The conclusions of this study were as followed: 1.The basic vocational ability evaluation tool was reliable and valid, and was suitable for students with intellectual disabilities. 2.Assessment results of students’ vocational core abilities could be used for curriculum and homework design . 3.The process of action displayed the spirit of dynamic assessment. 4.Team work of special education played an important role in the process of action, which encouraged special education employees to reflect and grow. 5.Parents participated in the action process with significant effects for student performance, and gradually learned the way to let their children go further. Finally, according to the results of the study, suggestions were proposed to practices in the future and further researches for vocational evaluation.